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1.
SigAm双语聋教育项目在中国的实施 总被引：2，自引：1，他引：1
一、SigAm 双语聋教育项目所认识的双语双文化聋教育理念: ●双语指的是聋人手语和本国语言(口语及书面语).双文化则指的是聋人文化和健听人文化(主流社会);换句话说,双语双文化聋教育就是让学生掌握两种语言和学习两种文化. 相似文献
2.
在国际上,自20世纪80年代起,一种全新的聋教育理念和教学方法--双语双文化教学法在欧美一些发达国家发展和盛行起来,引起了国内特教界的高度重视,云南、安徽和江苏南京等地相继开展了聋童双语双文化教学实验. 相似文献
3.
随着双语聋教育理念的推广与应用,在认识双语教育的基础上,双语聋教育理念普遍被聋教育工作者认同和接受,并把手语作为提高聋校课堂教学有效性和教师业务水平的一门工具性语言来掌握.在聋校推广双语聋教育,促进学校教科研、聋听双师专业化发展和提高学生人文、知识素养,丰富聋校文化建设. 相似文献
4.
伴随城市化的进程,朝鲜族从民族集聚区域走向全国,面向世界,时值文化时代,面对多元文化共存的时代特征,朝鲜族基础教育阶段的双语教学必须从单纯的语言教学转移到双语双文化教育,提升双语教育品位,实现跨文化学习,培养双语双文化人。 相似文献
5.
聋人高等教育中手语规范化对于保证课堂教学质量有着重要的意义.当前高等特殊教育课堂教学中手语规范化存在的问题影响了聋生对规范手语和专业知识的学习,应当借鉴国外双语双文化的经验,结合我国的实际情况采取措施推进聋人高等教育课堂教学的手语规范化. 相似文献
6.
本文介绍了在中国的一些聋校实施的为期五年的手语双语教育实验项目(SigAm 2004-2009),并讨论了项目实施中的经验.SigAm项目是挪威聋人福利基金会(Signo Foundation)、中国爱德基金会、江苏省特殊教育专业委员会和项目学校的校长和老师们共同合作的项目.该项目的教育目标是将实现联合国人人享有受基础教育权利的千年发展目标为出发点.因为教育是文化的一部分,该项目在实施过程中很大程度上经历了不同价值和传统观念的碰撞.本文首先介绍了挪威和中国的聋教育和手语双语教育.然后就SigAm项目的目的、过程以及结果展开论述.文章的结论重点放在三个方面:挪威传统教育思想和项目学校的传统思想的碰撞;双语聋教育和中国传统聋教育理念的碰撞;提出问题和建设性的建议.本文主要论点认为,双语聋教育作为认同聋人语言和文化的框架,作为聋人平等参与社会的条件,应该成为面对所有聋生教育的总体目标的理念. 相似文献
7.
聋教育改革的社会学思考:非政府组织的"双语双文化"努力 总被引：2，自引：0，他引：2
通过尽可能原汁原味地呈现聋教育界的一次座谈会的记录文本,试图展现聋教育改革的鲜活的过程以及非政府组织作为一支重要的社会力量对教育改革的影响与参与。分析表明,聋人或许是一种异文化的存在或者是一种跨文化的存在的观点至少目前还很难为许多从事教育行政工作和教育实践工作的人所接受。而作为非政府组织的爱德基金会坚持一种社会工作式的聋教育理念,试图从聋人的立场出发自下而上地去帮助聋人,倡导着一种双语双文化的聋教育。 相似文献
8.
夏秋之交的大连,风光旖旎,景色迷人.然而,参加"第三届聋儿双语双文化经验交流会"的中外代表却无心观赏,一到大连便直奔会场,把关注的目光全都投向了中国聋教育的一块实验园地--聋儿"双语双文化"教学. 相似文献
9.
聋人手语的语言学研究 总被引：2，自引：2，他引：2
聋人双语双文化的教育理念和方法在我国聋教育中的实验与尝试 ,为我国手语研究提供了良好的契机。本文就对聋教育中手语认知 ,聋人手语语言学研究的背景、社会意义 ,手语语言学的结构分析 ,以及语言学家参与手语研究及其意义展开的论述 ,旨在通过对聋人手语语言学的研究 ,来促进中国聋人手语 (CSL)作为一种语言地位的认可及其在聋教育中的合理使用。 相似文献
10.
当前我国聋校教育呈现新的特点,而原有的各种教学方式存在着一定的弊端,应该确立手语在聋教育教学中的基础作用,采用先进的聋教育教学模式——"双语双文化"教育及多媒体辅助技术,并展望提高聋教育质量的未来研究趋势与取向。 相似文献
11.
Erik Ohna S 《Journal of deaf studies and deaf education》2003,8(1):5-10
The ideological basis for education of deaf children has changed during the last few decades. In Norway, the new curriculum is emphasizing bilingual and bicultural ideas. In many ways, this can be regarded as an example of what Charles Taylor calls the "politics of recognition." Taking an excerpt of an interview with a deaf student as a point of departure, this article discusses problems when heavily emphasizing a cultural approach. 相似文献
12.
在当前的少数民族双语教育研究中,应该重视选择汉语语法研究中有特色的问题进行某一少数民族汉语语法习得的全面研究;重视选择汉语语法之外的有关汉语四项语言基本能力习得问题,就某一民族进行全面研究;重视少数民族聋人双语、三语教育问题研究;重视少数民族双语教育中双语和谐关系的细节研究。 相似文献
13.
Evans CJ 《American annals of the deaf》2004,149(1):17-27
A bilingual model has been applied to educating deaf students who are learning American Sign Language (ASL) as their first language and written English as a second. Although Cummins's (1984) theory of second-language learning articulates how learners draw on one language to acquire another, implementing teaching practices based on this theory, particularly with deaf students, is a complex, confusing process. The purposes of the present study were to narrow the gap between theory and practice and to describe the teaching and learning strategies used by the teachers and parents of three elementary school children within a bilingual/bicultural learning environment for deaf students. The findings suggest that strategies such as using ASL as the language of instruction and making translation conceptual rather than literal contribute to literacy learning. Findings further indicate that some inconsistencies persist in applying a bilingual approach with deaf students. 相似文献
14.
Marie Doherty 《欧洲特需教育杂志》2013,28(3):281-299
Due to the fact that the outcomes of education for most school leavers who are deaf in Northern Ireland are weak literacy skills and below average reading ages, a study was undertaken to investigate this situation. The views and experiences of teachers of children who are deaf, and of young people who are deaf in Northern Ireland, where oral and total communication forms of instruction are employed in their education were compared with those of Sweden where a sign bilingual is used in education, in the context of current policy and practice. The aim of the study was to find out if there are elements of Swedish policy and practice that could help resolve the situation for Northern Irish learners who are deaf. A qualitative approach was adopted via interviews with teachers of deaf and young people who were deaf in both countries. Findings are reported in relation to policy and practice in education, attitudes to deafness, status of sign language and other factors. 相似文献
15.
ABSTRACTThe Salamanca Statement and Framework for Action on Special Needs Education proposed a policy shift from special education to inclusive education models that require schools to serve all children. However, alongside this shift was a recognition that sign language access for deaf learners is essential for meeting the right to education and that this access cannot always be provided in mainstream settings. The Statement was written during an apex in bilingual education for deaf students in certain countries, and the World Federation of the Deaf (WFD), joined by Swedish and Danish government and deaf advocacy organisation delegates, successfully lobbied for inclusion of Section 21. This section makes three claims regarding the importance of policy-level recognition of differences among learners, the right of deaf learners to education in a national sign language, and the suggested greater suitability of deaf schools or congregated programmes for many deaf learners. The Salamanca Statement, like Article 24 of the Convention on the Rights of Persons with Disabilities (CRPD) and related General Comments, makes universalising claims within a rights-based framework; however, the competing claims of deaf advocacy organisations have posed a challenge and corrective to such statements since deaf learners are often excluded in inclusive classrooms. 相似文献
16.
李尚生 《泉州师范学院学报》2002,20(5):128-133
从手语法，口语法到综合沟通法，聋教育语言沟通法伴随着激烈的急诊走过了200多年的发展历史，今天，面对国外双语教学法的冲击，我国聋教育该作如何选择？本在描述及分析沟通法的发展历史和现状的基础上，认为创立符合汉民族语言和化特征的聋教育沟通法体系，才是我国聋教育语言教学的发展和改革方向。 相似文献
17.
In this article, the authors examine deaf education as a “curious case” to prompt thinking about issues of language inequities. The authors argue that tying the fortunes of deaf students to those of other language minority students provides opportunities for new insights into policies and practices of deaf education as well the education of other language minorities in American schools. The authors provide a case example of successful deaf bilingual education that challenges the equation of deaf communicative difference with academic failure. They conclude with a discussion of American bilingual education history and how a consideration of the “curious case” of deaf education opens up possibilities for expanding understandings of more general issues of language difference in education. 相似文献
18.
双语聋教育作为一种新的聋教育理念与方法,其成功实施需要聋人教师与听人教师的密切合作。采取质的研究方法,通过对N校双语聋教育实验项目的个案研究,指出我国目前双语聋教育在聋听教师合作方面所存在的一系列问题,并在此基础上针对"如何建立起聋听教师间积极的合作关系"提出了相关的管理建议。 相似文献
19.
As Carolyn Ewoldt (1996) points out '[M]uch has been written of late about the viability of a bilingual focus in deaf education.' While these writings are necessary to the ongoing pedagogical dialogue in the field, much of the rhetoric suffers because, rather than truly adopting a 'holistic perspective', arguments and positions focus only on selected aspects of the relevant theoretical and research information. If proponents of bilingual education for deaf children truly rely on 'research on the benefits of native sign language and from theoretical and research support coming from other disciplines' (Ewoldt, 1996, p. 5) to support their claims, then these research and theoretical supports must be examined as comprehensively, and holistically, as possible. Weaving together only a few threads of theory and research does not create the fabric for a pedagogical position that can withstand close scrutiny and analysis.In this article, we will touch on some of the major claims made in explications of bilingual models of literacy education for deaf students (Baker, 1997; Livingston, 1997; Mashie, 1995; Mason & Ewoldt, 1996). Our goal is to broaden the scope of the discussion on some of the major arguments and to encourage an expanded dialogue in this ongoing debate. It is not our aim to argue against the concept of bilingual education for deaf students nor to advocate the exclusion of native sign languages from the classroom. Rather, we support the concept of a bilingual education for deaf students with native sign languages playing a key role; however, we contend that the model as it is currently conceived requires further scrutiny and analysis. 相似文献
20.
权利视野中的双语教育 总被引：1，自引：0，他引：1
教育权利是人的最基本权利之一。在多民族多元文化的国家,语言少数群体的教育是通过双语教育实施的。权利意识就是国家双语教育制度的建设,双语教育政策的制定,学校双语教学制度构建的基本价值取向。 相似文献